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MCQOPTIONS
This section includes 1521 Mcqs, each offering curated multiple-choice questions to sharpen your Teaching knowledge and support exam preparation. Choose a topic below to get started.
| 851. |
The Right to Education Act, 2009 specifies that if the number of children admitted for first class to fifth class is above two hundred then the pupil-teacher ratio required is [RTET-2011-I] |
| A. | thirty |
| B. | forty |
| C. | forty-five |
| D. | fifty |
| Answer» C. forty-five | |
| 852. |
Which of these does not imply practical intelligence in the Triarchic theory? [CTET-Feb.-2015-I] |
| A. | Reshaping the environment |
| B. | Thinking practically about oneself only |
| C. | Choosing an environment in which you can succeed |
| D. | Adapting to the environment |
| Answer» C. Choosing an environment in which you can succeed | |
| 853. |
We all differ in terms of our intelligence, motivation, interest, etc. This principle refers to [CTET-Feb.-2015-I] |
| A. | Individual difference |
| B. | Theories of Intelligence |
| C. | Heredity |
| D. | Environment |
| Answer» B. Theories of Intelligence | |
| 854. |
A teacher, labelled the head of a committee, as 'chairperson' instead of 'chairman'. It indicates that the teacher [CTET-Feb.-2015-I] |
| A. | follows a more acceptable term |
| B. | has a good command of language |
| C. | is using a gender-free language |
| D. | has gender bias |
| Answer» D. has gender bias | |
| 855. |
Aarjav says that language development is influenced by one's innate predisposition while Sonali feels that it is becaue of the environment. This discussion between Aarjav and Sonali is about [CTET-Feb.-2015-I] |
| A. | Critical and Sensitive feeling |
| B. | Stability and Instability argument |
| C. | Continuous and Discontinuous learning |
| D. | Nature and Nurture debate |
| Answer» E. | |
| 856. |
Out-of-the-box' thinking is related to [CTET-Feb.-2015-I] |
| A. | Consistent Thinking |
| B. | Memory-based Thinking |
| C. | Divergent Thinking |
| D. | Convergent Thinking |
| Answer» D. Convergent Thinking | |
| 857. |
Emotional intelligence may be associated with which of theory of Multiple Intelligence? [CTET-Sep.-2014-II] |
| A. | Intrapersonal and interpersonal intelligences |
| B. | Naturalist intelligence |
| C. | Visual-spatial intelligence |
| D. | Existential intelligence |
| Answer» B. Naturalist intelligence | |
| 858. |
For gifted students, [CTET-Sep.-2014-II] |
| A. | it is safe to consider aptitude as a skill |
| B. | there is no need to monitor progress |
| C. | the teacher should adapt as the student changes |
| D. | the teacher should initiate and lead problem solving |
| Answer» D. the teacher should initiate and lead problem solving | |
| 859. |
Renzulli is known for his _____ definition of giftedness. [CTET-Sep.-2014-II] |
| A. | four-tiered |
| B. | four-level |
| C. | three-circle |
| D. | three-sided |
| Answer» D. three-sided | |
| 860. |
The factor 'g' in the Spearman definition of intelligence stands for [CTET-Sep.-2014-II] |
| A. | genetic intelligence |
| B. | generative intelligence |
| C. | general intelligence |
| D. | global intelligence |
| Answer» D. global intelligence | |
| 861. |
In context of 'theory of multiple intelligences', which one of the following intelligences is required for an air force pilot? [CTET-Sep.-2014-II] |
| A. | Interpersonal |
| B. | Linguistic |
| C. | Kinesthetic |
| D. | Intrapersonal |
| Answer» D. Intrapersonal | |
| 862. |
Which of the following skills is associated with emotional intelligence? [CTET-Sep.-2014-I] |
| A. | Memorising |
| B. | Motor processing |
| C. | Envisaging |
| D. | Empathising |
| Answer» E. | |
| 863. |
Gifted students may be asked to spend more time on questions dealing with [CTET-Sep.-2014-I] |
| A. | remembering |
| B. | understanding |
| C. | creating |
| D. | analyzing |
| Answer» D. analyzing | |
| 864. |
Who developed the first intelligence test? [CTET-Sep.-2014-I] |
| A. | David Wechsler |
| B. | Alfred Binet |
| C. | Charles Edward Spearman |
| D. | Robert Sternberg |
| Answer» C. Charles Edward Spearman | |
| 865. |
Which one of the following is a form of Stemberg's Triarchic Theory of Intelligence? [CTET-Sep.-2014-I] |
| A. | Practical Intelligence |
| B. | Experimental Intelligence |
| C. | Resourceful Intelligence |
| D. | Mathematical Intelligence |
| Answer» B. Experimental Intelligence | |
| 866. |
The following skills are involved in emotional intelligence, except [CTET-Feb.-2014-II] |
| A. | awareness of emotions |
| B. | management of emotions |
| C. | criticism of emotions |
| D. | amicable relation with class fellows |
| Answer» D. amicable relation with class fellows | |
| 867. |
Which one of the following is an appropriate assignment for a gifted student? [CTET-Feb.-2014-II] |
| A. | Many more exercises of the same type in comparison to other students |
| B. | Asking him/her to tutor the peers to channelize the energy and keep him/her busy |
| C. | Create a prototype of a new Science book based on different themes |
| D. | Letting him/her finish the textbook on his: / her own before the entire class |
| Answer» E. | |
| 868. |
Shuttering problems in students can be dealt by applying which of the following methods? [CTET-Feb.-2014-II] |
| A. | Dictated speech |
| B. | Prolonged speech |
| C. | Pragmatic speech |
| D. | Protracted speech |
| Answer» C. Pragmatic speech | |
| 869. |
Which of the following observations supports Howard Gardner's theory of multiple intelligences? [CTET-Feb.-2014-II] |
| A. | Damage to one part of the brain affects only a particular ability sparing others |
| B. | Intelligence is an interaction of analytical, creative and practical intelligences |
| C. | Different intelligences are hierarchical in nature |
| D. | Teachers should follow one specific theory of educational innovation at the time of designing instruction |
| Answer» B. Intelligence is an interaction of analytical, creative and practical intelligences | |
| 870. |
An eleven-year-old child's score on Stanford- Binet Intelligence Scale is 130. By assuming m = 100 and s = 15 in a normal probability curve, calculate the percentage of 11-year-old children this child has scored better than. [CTET-Feb.-2014-II] |
| A. | 98% |
| B. | 0.88 |
| C. | 78% |
| D. | 0.8 |
| Answer» B. 0.88 | |
| 871. |
Which of the following is true about gifted learners? [CTET-Feb.-2014-I] |
| A. | They make everyone else smarter and are essential for collaborative learning |
| B. | They always lead others and assume extra responsibility in the classroom |
| C. | They may achieve lower grades due to their heightened sensitivity |
| D. | Their importance is primarily due to their brainpower |
| Answer» D. Their importance is primarily due to their brainpower | |
| 872. |
The individual differences of students in a classroom are [CTET-Feb.-2014-I] |
| A. | Disadvantageous as teachers need to control a diverse classroom |
| B. | detrimental as they lead to student-student conflicts |
| C. | inexpedient as they reduce the speed of the curriculum transaction to the level of the slowest student |
| D. | advantageous as they lead teacher to explore a wider pool of cognitive structures |
| Answer» E. | |
| 873. |
Theory of Multiple Intelligences' cannot be legitimized as it [CTET-Feb.-2014-I] |
| A. | it is not possible to measure different intelligences as there are no specific tests |
| B. | does not place equal importance on all seven intelligences |
| C. | is based only on sound empirical studies done by Abraham Maslow throughout his life |
| D. | is not compatible with general intelligence 'g', which is most important. |
| Answer» B. does not place equal importance on all seven intelligences | |
| 874. |
Following are the critical views about the "Theory of Multiple Intelligences', except. [CTET-Feb.-2014-I] |
| A. | it is not research-based |
| B. | different intelligences demand different methods for different students |
| C. | gifted students usually excel in a single domain |
| D. | it lacks of empirical support |
| Answer» D. it lacks of empirical support | |
| 875. |
Intelligence theory incorporates the mental processes involved in intelligence (i.e. meta- components) and the varied forms that intelligence can take (i.e. creative intelligence) [CTET-July-2013-Il] |
| A. | Spearman's 'g' factor |
| B. | Sternberg's triarchic theory of intelligence |
| C. | Savant theory of intelligence |
| D. | Thurstone's primary mental abilities |
| Answer» C. Savant theory of intelligence | |
| 876. |
The shaded area represent students in a normal distribution who fall [CTET-July-2013-Il] |
| A. | At s=0 |
| B. | Between 2 -3 |
| C. | After 3 |
| D. | Between -2 |
| Answer» D. Between -2 | |
| 877. |
Gifted students are [CTET-Juty-2013-II] |
| A. | Convergent thinkers |
| B. | Divergent thinkers |
| C. | Extrovert |
| D. | Very hard working |
| Answer» C. Extrovert | |
| 878. |
In a culturally and linguistically diverse classroom, before deciding whether a student comes under special education category, a teacher should [CTET-July-2013-Il] |
| A. | Not involve parents as parents have their own work |
| B. | Evaluate student on her/his mother language to establish disability |
| C. | Use specialised psychologists |
| D. | Segregate the child to neutralize environmental factor. |
| Answer» C. Use specialised psychologists | |
| 879. |
Which one of the following is a critique of theory of multiple intelligences? [CTET-July-2013-Il] |
| A. | Multiple intelligence are only the 'talents' present in intelligence as a whole. |
| B. | Multiple intdligence provides students to discover their propensities. |
| C. | It overemphasises practical intelligence. |
| D. | It cannot be supported by empirical evidence at all. |
| Answer» B. Multiple intdligence provides students to discover their propensities. | |
| 880. |
Special education is related to [PTET-2011-I] |
| A. | Educational for talented students |
| B. | Educational programmes for disabled |
| C. | Training programmes for Teachers |
| D. | Training programme for retarded |
| Answer» C. Training programmes for Teachers | |
| 881. |
Seema is desperate to score A+ grade in an examination. As she enters the examination hall and the examination begins, she becomes extremely nervous. Her feet go cold, her heart starts pounding and she is unable to answer properly. The primary reason for this is that [CTET-July-2013-I] |
| A. | she may not be very confident about her preparation |
| B. | she may be thinking excessively about the result of this examination |
| C. | invigilator teacher on duty may be her class teacher and she is of very strict nature |
| D. | she may not be able to deal with sudden emotional outburst |
| Answer» E. | |
| 882. |
Which of the following is appropriate for environment conducive to thinking and learning in children? [CTET-July-2013-I] |
| A. | Passive listening for long periods of time |
| B. | Home assignments given frequently |
| C. | Individual tasks done by the learners |
| D. | allowing students to take some decisions about what to learn and how to learn |
| Answer» E. | |
| 883. |
Giftedness is due to [CTET-July-2013-I] |
| A. | Genetic makeup |
| B. | Environmental motivation |
| C. | Combination of [a] and [b] |
| D. | Psychosocial factors |
| Answer» D. Psychosocial factors | |
| 884. |
Gifted students [CTET-July-2013-I] |
| A. | Need support not ordinarily provided by the school |
| B. | Can manage their studies without a teacher |
| C. | Can be good models for other students |
| D. | Cannot be learning disabled |
| Answer» B. Can manage their studies without a teacher | |
| 885. |
"Readiness for learning" refers to [CTET-July-2013-I] |
| A. | general ability level of students |
| B. | present cognitive level of students in the learning continuum |
| C. | satisfying nature of the act of learning |
| D. | Thorndike's Law of Readiness |
| Answer» C. satisfying nature of the act of learning | |
| 886. |
What kind of support can a school provide to address the individual differences in student? [CTET-July-2013-I] |
| A. | Follow a child-centered curriculum and provide multiple learning opportunities to students |
| B. | Apply every possible measure to remove the individual differences in students |
| C. | Refer slow learners to special schools |
| D. | Follow same level of curriculum for all students |
| Answer» B. Apply every possible measure to remove the individual differences in students | |
| 887. |
Schools should cater to Individual differences to [CTET-July-2013-I] |
| A. | narrow the gap between individual students. |
| B. | even out abilities and performance of students. |
| C. | understand why students are able or unable to learn. |
| D. | make individual students feel exclusive. |
| Answer» D. make individual students feel exclusive. | |
| 888. |
In order to avoid gender stereotyping in class, a teacher should [CTET-July-2013-I] |
| A. | try to put both boys and girls in non- traditional roles. |
| B. | appreciate students' good work by saying 'good girl' or 'good boy'. |
| C. | discourage girl from taking part in wrestling. |
| D. | encourage boys to take risk and be bold. |
| Answer» B. appreciate students' good work by saying 'good girl' or 'good boy'. | |
| 889. |
The sounds th, ph, ch are [CTET-July-2013-I] |
| A. | Morphemes |
| B. | Graphemes |
| C. | Lexemese |
| D. | Phonemes |
| Answer» E. | |
| 890. |
Howard Gardner's theory of multiple intelligences emphasizes [CTET-July-2013-I] |
| A. | general intelligence |
| B. | common abilities required in school |
| C. | the unique abilities of each individual |
| D. | conditioning skills in students |
| Answer» D. conditioning skills in students | |
| 891. |
State the total number of creativity tests (Verbal + Nonverbal) in Minnesota test of thinking [TNTET-2014-II] |
| A. | 10 |
| B. | 14 |
| C. | 12 |
| D. | 19 |
| Answer» B. 14 | |
| 892. |
Intelligence attains its maximum level at the age of [TNTET-2014-II] |
| A. | 10-11 |
| B. | 19-20 |
| C. | 40-41 |
| D. | 15-16 |
| Answer» E. | |
| 893. |
The IQ correlation (r) of monozygotic twins, brought up in the same environment is [TNTET-2014-II] |
| A. | r= 0.087 |
| B. | r= 0.0870 |
| C. | r=0.87 |
| D. | r=8.7 |
| Answer» D. r=8.7 | |
| 894. |
Name the test deviced by Thorndike in multiple theory of Intelligence [TNTET-2014-II] |
| A. | CVAD |
| B. | CAVD |
| C. | CDAV |
| D. | CDVA |
| Answer» C. CDAV | |
| 895. |
Find the odd pair out [TNTET-2014-II] |
| A. | [a] IQ test - Albert benae |
| B. | [a] & [c] are correct |
| C. | [c] & [a] are correct |
| D. | [b] alone is correct |
| Answer» B. [a] & [c] are correct | |
| 896. |
Logical thinking is [TNTET-2014-I] |
| A. | Convergent thinking |
| B. | Divergent thinking |
| C. | Creative thinking |
| D. | Exploring |
| Answer» E. | |
| 897. |
Intelligent Quotient is [TNTET-2014-I] |
| A. | \[IQ=\frac{Menta\operatorname{l}\,age\,(MA)}{Chrono\log ical\,age\,\left( CA \right)}\times 100\] |
| B. | \[IQ=\frac{Chrono\log ical\,age\,\left( CA \right)}{Mental\,age\,(MA)}\times 100\] |
| C. | \[IQ=\frac{Chrono\log ical\,age\,\left( CA \right)}{Mental\,age\,(MA)}\times 100\] |
| D. | \[IQ=\frac{Development\,age\,(DA)}{Chrono\log ical\,age\,\left( CA \right)}100\] |
| Answer» B. \[IQ=\frac{Chrono\log ical\,age\,\left( CA \right)}{Mental\,age\,(MA)}\times 100\] | |
| 898. |
The two factor theory of intelligence was proposed by [TNTET-2014-I] |
| A. | Spearman |
| B. | Wechsler |
| C. | Piaget |
| D. | Binet |
| Answer» B. Wechsler | |
| 899. |
The reading technique that would be employed to locate terms and references in an index or thesaurus is: [PTET-2014-II] |
| A. | key-reading |
| B. | re-reading |
| C. | scanning |
| D. | skimming |
| Answer» E. | |
| 900. |
The gifted child: [PTET-2014-II] |
| A. | Learns rapidly and easily |
| B. | retains what he / she has heard or read without much rote drill |
| C. | reasons things out |
| D. | attends to stimuli for a shorter period |
| Answer» D. attends to stimuli for a shorter period | |